Response Process Validity Evidence in Chemistry Education Research

Response process validity evidence can provide researchers with insight into how and why participants interpret items on instruments such as tests questionnaires. In chemistry education research literature the social sciences more broadly, response has been used reported in a variety of ways. This paper’s objective is to support developing purposeful, theory-driven protocols investigate processes. We highlight key considerations for who are interested using cognitive interviews their research, including following: theoretical basis investigations, collection through interviews, use that inform instrument modifications.